抄録
This study sought to unveil why university students with interest in ELT did not try to develop their English proficiency more aggressively, by comparing L2 learning motivation, international posture (IP) and willingness to communicate (WTC) between would-be English teachers (WETs; n = 43) and would-be non-English teachers (WNETs; n = 45) at a university. Main findings through ANOVAs, correlation and regression analyses were: (a) WETs are generally higher in L2 learning motivation, IP and WTC than WNETs, particularly in positive-natured factors; (b) WETs have factors involved in the relationship between L2 learning motivation and effort, one of which may be ideal ELT self; and (c) L2 WTC and frequency of communication make a differentiating contribution to L2 learning motivation, revealing that WETs and WNETs may be respectively at executive and fantasy stages of L2 learning motivation.
